Internalizing and Externalizing Problems as Correlates of Self-Reported Attachment Style and Perceived Parental Rearing in Normal Adolescents

The current study examined relationships between attachment style, parental rearing behaviors, and symptoms of internalizing and externalizing in a large sample of nonreferred adolescents (N = 742). Adolescents completed (a) a single-item measure of attachment style, (b) the child version of the EMBU, a questionnaire measuring perceptions of parental rearing behaviors, and (c) the Youth Self-Report, an index of severity of internalizing and externalizing symptoms. Results showed that attachment style was related to internalizing as well as externalizing symptoms. More specifically, adolescents who classified themselves as avoidantly or ambivalently attached displayed higher levels of internalizing and externalizing symptoms than adolescents who classified themselves as securely attached. Furthermore, perceived parental rearing behaviors were also associated with internalizing and externalizing symptoms. That is, low levels of emotional warmth and high levels of rejection and overprotection were accompanied by high levels of psychopathological symptoms. Finally, both attachment and parental rearing behaviors accounted for a unique proportion of the variance in internalizing symptoms. Yet, when predicting externalizing symptoms, only parental rearing behaviors declared a significant proportion of the variance.     

Perceived Parental Rearing Style, Self-Esteem and Self-Criticism as Predictors of Happiness

This study set out to determine to what extent three recalled parental (care, discouragement of behavioural freedom, denial of psychological autonomy), self-esteem, and self-criticism predicted self-rated happiness in a normal, non-clinical, population of young people in their late teens and early 20s. Three hundred and sixty-five participants completed four questionnaires: Parental Bonding Instrument (Parker, Tupling and Brown: 1979, British Journal of Medical Psychology 55, pp. 1–10), Rosenberg Self-Esteem Scale (Rosenberg: 1965, Society and the Adolescent Self-Image (Princeton University Press, Princeton, NJ)), Self-Criticism Questionnaire (Brewin, Firth-Cozens, Furnham and McManus: 1992, Journal of Abnormal Psychology 101, pp. 561–566), and the Oxford Happiness Inventory (Argyle, Martin and Crossland: 1989, Recent Advances in Social Psychology: An International Perspective (Elsevier, North Holland)). Regressions showed self-esteem (the positive five items) to be the most dominant and powerful correlate of happiness. Maternal care was a significant correlate of both self-esteem and self-criticism. Maternal care was the only direct correlate of happiness when paternal and maternal rearing styles were examined together suggesting that the warmth showed by mothers towards their children was particularly beneficial in increasing the offsprings' scores on self-reported happiness. This revised version was published online in August 2006 with corrections to the Cover Date.     

Maternal Personality and Distress as Predictors of Child Neglect

Previous studies suggest that maternal personality problems predict child neglect. However, these studies have not distinguished between the common and unique contributions of various maternal personality dimensions, nor have they compared the contribution of maternal personality with maternal emotional distress. The current study addresses these issues using data collected by James Gaudin and distributed by the National Data Archive on Child Abuse and Neglect at Cornell University. Information was extracted on 94 neglectful and 101 comparison mothers. Logistic regression analyses revealed that a composite score reflecting maternal empathic capacity inversely predicted child neglect, whereas maternal depressive symptoms and loneliness did not. Results are discussed in terms of the importance of distinguishing between common and unique contributions of maternal personality dimensions to clinical and social outcomes and in terms of the relative contribution of maternal personality and emotional distress to child neglect.     

Job Satisfaction of Child Welfare Workers in an Urban Setting: Status and Predictors

Large urban areas present many challenges to those children and adults who reside in those settings. The social service workers in urban areas have clients with complex, multiple needs. Reliable and consistent workers are essential to successfully working with these families. In the current study, the job satisfaction of 29 social service workers in an urban child welfare agency was assessed using the Job Satisfaction Scale (JSS). The JSS measures satisfaction in 7 areas of one's job (i.e., work, supervision, coworkers, pay and promotion, work environment, training, and position). Data indicated that the staff were relatively satisfied, that satisfaction did not vary by staff position (family worker vs. social worker/supervisor), and that neither demographic factors nor prior experiences were predictors of job satisfaction. Implications for agency management and the provision of social services to urban families are discussed.     

Attachment Relationships as Predictors of Cognitive Interpretation and Response Bias in Late Adolescence

We investigated behavioural and cognitive representations of attachment style. Specifically, we sought to test continuity in attachment style and whether participants' perceptions of their attachments to parents, peers, and romantic partners would predict cognitive interpretation and responses to 12 ambiguous situation scenarios. Participants were 161 undergraduate students (17–20 years) who completed the Parental Bonding Instrument, the Attachment Style Questionnaire and the Inventory of Parent and Peer Attachment (peer subscale). Participants then indicated whether they interpreted ambiguous situations as threatening versus non-threatening and how they would respond (proactively, aggressively, or avoidantly). Regression analyses revealed that insecure parental attachments were the main predictor of participants' interpretations and their planned responses, followed by romantic attachments. Peer attachments played little role in the predictions. These results suggest that interpretation of situations and subsequent plans of action may be influenced by attachment related experiences. We discuss our findings in terms of their relevance to attachment theory and their application to our understanding of the concepts of attachment in development of interpersonal relationships.     

The Links Among Perceived Adherence to the System of Care Philosophy,Consumer Satisfaction,and Improvements in Child Functioning

The present study investigated the associations among perceived adherence to the system of care philosophy, changes in internalizing and externalizing behaviors, and consumer satisfaction with services. Participants included 98 families, interviewed at two time points across a one-year period. Hierarchical multiple regressions indicated that the more a child and family perceived services to be consistent with the system of care philosophy, the greater their level of satisfaction with services and the fewer internalizing and externalizing behaviors they reported one year after receiving services (controlling for initial levels of problem behaviors). Implications for children’s mental health service delivery are offered.     

Strengths and Limitations of Forensic Child Sexual Abuse Interviews with Anatomical Dolls: An Empirical Review

A comprehensive review of the use of anatomical dolls reveals three areas of research: (1) normative studies (with no known history of sexual abuse) of children's interactions with anatomical dolls; (2) comparative studies of children suspected of being victims of sexual abuse, and those believed not to be; and (3) the role anatomical dolls play in the identification of a child who has been sexually abused. The results of empirical studies in each area are mixed and inconsistent. However, there is general clinical support for the use of the anatomical doll as a demonstration aid during forensic interviewing with children over 3 years of age.     

Meanings of Education for University Students: Academic Motivation and Personal Values as Predictors

We conducted two studies to determine the meanings that undergraduate students ascribe to their education and how these meanings relate to relevant psychological constructs: academic motivation and values. Ten meanings emerged: career preparation, independence, finding direction for the future, learning, self-development, taking the next step, making social connections, changing the world, stress, and escape. Support was found for many of the predicted relationships. For example, enjoyment motivation positively predicted all of the meanings, except taking the next step, stress, and escape. Also as expected, the values of intellectualism and academic achievement positively predicted learning, self-development, and changing the world. However, contrary to expectations, valuing physical development also emerged as a significant predictor of several of the meanings of education.     

Importance of Therapist Use of Social Reinforcement with Parents as a Model for Parent-Child Relationships: An Example with Parent-Child Interaction Therapy

ABSTRACT

This paper focuses attention on the therapeutic relationship in parent-child therapy by using social reinforcement with parents and children as it relates to Parent-Child Interaction Therapy (PCIT). As in other therapy contexts, it is argued that having the therapist serve as a mediator of social reinforcement facilitates client change, After discussing different aspects of PCIT, we discuss the therapeutic relationship as viewed through other theoretical frameworks. This is followed by a discussion of the role of social reinforcement in the parent-child relationship. We then discuss at methodological and applied levels, the importance of therapist accuracy and consistency in the delivery of reinforcement as a means of changing the parent-child relationship. Next, this is followed by a discussion of the therapist-to-parent-to-child sequential chain of behaviors involved in PCIT. Finally, suggestions for future empirical studies are considered.